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Cotton, Kathleen
Lifelong Learning Skills for the Middle/Junior High School
Student: Tips for Parents. Research You Can Use. Booklet 3.
Northwest Regional Educational Lab., Portland, OR. School
Improvement Program .
Office of Educational Research and Improvement (ED) ,
Washington, DC.
1998-03-00
35p.; For Booklets 1 and 2, see PS 026 759-760.
RJ96006501
Northwest Regional Educational Laboratory, Documentation
Reproduction Service, 501 S.W. Main Street, Suite 500,
Portland, OR 97204-3297; phone: 503-275-9519; fax:
503-275-0458; e-mail : product s@nwr el . org
Guides - Non-Classroom (055)
MF01/PC02 Plus Postage.
Early Adolescents; ^Elementary School Students; Experiential
Learning; Intermediate Grades; * Junior High School Students;
Junior High Schools; Learning Activities; ^Lifelong
Learning; Middle Schools; Parent Materials; * Parent
Participation; Parent School Relationship; ^Parent Student
Relationship; ^Parents as Teachers; Resources
♦Middle School Students
ABSTRACT
Decades of research indicate that when parents take an
active part in their children's education, it has a positive impact on their
children's academic achievement, attitudes toward learning and school,
confidence as a learner, and social behavior. Parents can also help children
develop the lifelong learning skills and attitudes they will need in a
rapidly changing society. This booklet examines lifelong learning, and
provides suggestions for learning activities for parents to engage in with
their middle- or junior high school children. Part 1 of the booklet,
"Background Information, " defines lifelong learning, explains why it is
important, and details the characteristics of a lifelong learner with regard
to attitudes, learning skills, and an understanding of their own learning
styles. Part 2, "Learning Activities for Parents and Children," provides
specific ideas for parents to work directly with their young adolescents in
the areas of learning styles; development of positive attitudes toward
learning; reading; writing; speaking; listening; research and independent
learning skills; study skills; learning strategies; and higher-order thinking
skills. Part 3 lists resources for parents and includes availability
information. Appendices contain essential vocabulary, an assignment
organizer, and a list of words commonly used in assignment and test
directions. (KB)
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* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
/ CENTER (ERIC)
j/This document has been reproduced as
/received from the person or organization
originating it.
□ Minor changes have been made to
improve reproduction quality.
• Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
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Booklet 3
Lifelong Learning Skills
for the Middle/Junior High
School Student
Tips for Parents
m
o
r
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
J
2
This publication is based on work sponsored
wholly, or in part, by the Office of Educational
Research and Improvement (OERI), U.S.
Department of Education, under Contract Number
RJ96006501. The content of this publication
does not necessarily reflect the views of OERI,
the Department, or any other agency of the U.S.
Government.
This publication is in the public domain and may be
reproduced and disseminated without permission.
Reproduction for sale is not permitted.
Please acknowledge NWREL as the developer.
March 1998
Booklet 3
Lifelong Learning Skills
for the Middle/Junior High
School Student
Tips for Parents
Kathleen Cotton
A -I
Northwest Regional Educational Laboratory '
School Improvement Program
Robert E. Blum, Director
O
ERIC
N W R E L
School Improvement
Program
Parents: You Can Help
Your Child Learn
Decades of research have shown that when parents take an active part in their
children's education, it has a very positive effect on
• Academic achievement
• Attitudes toward school and learning
• Self-confidence as a learner
• Social behavior
Parents can support their children's learning in many ways: by attending school
functions, participating in parent-teacher conferences, serving on school councils,
volunteering in the classroom, and tutoring their children at home.
All these kinds of support are beneficial, but research shows that children benefit
most when parents work directly with them on learning activities at home.
Research also shows that
• Parents do not have to be highly educated or have a lot of free time in order to
help their children learn.
• The earlier a child's parents get involved in his or her education, the more good
it does.
Training given to parents by the school often helps them to be more effective in
helping their children learn. If your child's school offers training to parents, by all
means take advantage of it.
O
ERLC
©
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Table of
Contents
MESSAGE TO PARENTS ii
OTHER RESOURCES IN THIS SERIES iv
ACKNOWLEDGMENTS v
PART Is BACKGROUND INFORMATION 1
PART 2: LEARNING ACTIVITIES FOR PARENTS AND CHILDREN
Learning Styles 5
Positive Attitudes Toward Learning 6
Reading 8
Writing 9
Speaking and Listening 12
Research and Independent Learning Skills 13
Study Skills and Learning Strategies 15
Higher-Order Thinking Skills 17
HELPFUL RESOURCES FOR PARENTS 21
APPENDICES
A. Essential Vocabulary 23
B. Assignment Organizer 25
C. Commonly Used Words in Assignment and Test Directions 27
N W R E L
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6
Research
You Can Use
Lifelong
Learning
In
Other Resources
This Series
You may be interested in getting the other booklets in
this Lifelong Learning series:
• Lifelong Learning Skills for the Preschool/Kindergarten Child:
Tips for Parents (Booklet 1)
• Lifelong Learning Skilb for the Elementary School Child:
Tips for Parents (Booklet 2)
• From High School Student to Lifelong Learner: Your Route
to Independence (Booklet 4)
and for teachers and principals
• Education for Lifelong Learning: Literature Synthesis
(Booklet 5)
Order from:
Northwest Regional Educational Laboratory
Documentation Reproduction Service
By mail: 101 S.W. Main Street, Suite 500, Portland, OR 97204-3297
By fax: (503)275-0458
By telephone: (503)275-9519
By email: products@nwrel.org
O
ERIC
©
NWREL • School Improvement Program
7
Many people deserve recognition for their work on the five booklets that make
up this Lifelong Learning series. I greatly appreciate the contributions of the
following individuals.
Acknowledgments
External educational researchers and practitioners serving as reviewers:
Pat Bennett-Forman, North Kitsap School District, Poulsbo, WA; Jobanna Frey,
Hollandale School District, Hollandale, MS; Ruth Gordon, Ferry Pass Elementary
School, Pensacola, FL; John Hattie, University of North Carolina at Greensboro,
Greensboro, NC; Barbara Lieb, Office of Educational Research and Improvement, U.S.
Department of Education, Washington, DC; Rey Mayoral, McKay High School, Salem,
OR; Don McConkey, Fall City Elementary School, Fall City, WA; David Mesirow, Portland
Night High School, Portland, OR; Carol Mitchell, NWREL Institutional Monitor, Office
of Educational Research and Improvement, U.S. Department of Education,
Washington, DC; Wink Miller, Salem-Keizer Public Schools, Salem, OR; Robert Ruddell,
University of California-Berkeley, Berkeley, CA; Deanna Woods, Wilson High School,
Portland, OR
NWREL staff reviewers: Bob Blum, Jane Braunger, Keisha Edwards, Fred King,
Jerry Kirkpatrick, Nancey Olson, Tom Owens, Joyce Riha Linik, Joan Shaughnessy,
Carol Thomas, Lesley Thompson
Parent reviewers: Portland Public Schools, Portland, OR
Student reviewers: Portland Public Schools; Salem-Keizer Public Schools, Salem, OR;
and Portland State University, Portland, OR
Coordination of the review process: Fred King, Joan Shaughnessy,
Sandy Mossman, Gary Graves
Reference and research assistance: Linda Fitch
Production of review drafts: Linda Gipe
Art direction and design of booklets: Kirk Peeler of john doe creative
Photography: Cover photos - PhotoDisc, Inside photos - Greg Wahl-Stephens
Coordinating final production: Joyce Riha Linik
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9
Parti
Background Information
R e s e a r c
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You Can Us
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Lifelong Learning Skills for the Middle/Junior High School Student:
Tips for Parents is one of a series of booklets about lifelong learning.
It explains what lifelong learning is, why it is important, and what kinds
of personal traits, knowledge, and skills it requires.
It also identifies the kinds of learning support activities that can help pre-
pare your child for lifelong learning.
Following this introductory material, you will find many activities you
can use with your child to help build the positive learning attitudes and
readiness he or she will need for developing lifelong learning skills.
To some extent, lifelong learning happens naturally. Throughout our
lives, we take in information and merge it with what we already know.
We also acquire new skills as we go through life.
Many of us also learn new things more systematically — for example, by
receiving training at work or taking a community college class.
Until recently, however, most of us have not had to make a concentrated and
lifelong effort to increase our knowledge and skills. So we may not have
developed the attitudes and specific skills needed for lifelong learning.
Now, things are changing. Today’s students may have no choice but to
become lifelong learners in order to be successful.
We hear a lot these days about the “information explosion ” More infor-
mation is being produced than ever before, and new technologies con-
tinue to make this information more widely available.
— < What is lifelong learning?
zz < Why is lifelong learning
“ so important?
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Research
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Lifelong
Learning
What makes a > —
person a lifelong
learner? ~
Attitudes > 7
Skills > =
In most fields of study, information and knowledge are doubling every
three to ten years, and a lot of existing information is becoming obsolete.
Work environments are changing rapidly. Today’s students can expect to
switch — not just jobs , but entire careers — four or five times during their
working lives.
Business and industry leaders talk about needing a new kind of worker,
one who can gather, sort, interpret, evaluate, and apply large amounts of
information. These workers will need to be more self-reliant and depend
less on supervisors to solve problems and make decisions.
Technology has not simplified work. What it has done is to eliminate
many low-level jobs and increase the skill levels needed for the jobs that
remain.
What kinds of attitudes and skills prepare people for successful lifelong
learning?
Let’s talk about attitudes first. Attitudes of lifelong learners include
• Curiosity and interest in learning new things
• Confidence in their ability to learn
• Motivation for seeking new learning opportunities
• Willingness to be responsible for their own learning
• Willingness to make mistakes and learn from them
• Persistence in tasks
• Openness to constructive criticism
• Patience
Lifelong learners also have an assortment of learning skills, including
• Reading, writing, speaking, and listening skills that make it possible
for them to take in information and express it to others.
• Research and independent learning skills , such as being aware of what
they need to learn; making and following a learning plan; and
identifying, retrieving, and organizing information.
• Study skills and learning strategies to understand and remember the
new information they acquire.
N W R E L
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• Higher-order thinking skills , including critical and creative thinking, “
problem solving, decision making, and other skills that take them —
beyond memorizing facts and formulas to understanding what they :;
mean and how to use them. zz
• ^Thinking-about-thinking** skills. People with these skills understand
that there are different ways of mentally tackling new learning zz
material. They stop and reflect now and then on how well they are —
understanding what they are trying to learn, and they know how to
change their mental strategy if they are not “getting it.” —
During the middle/junior high school years children continue building
language and communication skills and begin developing the kinds of zz
learning-to-learn skills that they will use throughout their school years ~
and beyond. zzz
In addition to these attitudes and skills, lifelong learners have a good zz < Understanding
understanding of their own learning styles — their own best ways of learning styles
learning. At the beginning of the next section are activities to help you zz
identify and expand your child’s learning style. 5z
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Part 2
Learning Activities
for Parents and Children
Learning Styles
R e s e a r c
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You Can Us
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L i f e l o n
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L e a r n i n
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A person’s learning style includes such things as whether he or she learns
best from reading, from studying pictures or diagrams, from listening to
an oral description, or from doing hands-on activities or moving about.
Learning style also includes such things as the time of day a person learns
best; whether silence or soft music is more helpful; whether learning alone
or with others is more useful; and factors such as lighting, temperature,
and surroundings for study.
Activities such as the following can help to identify your child’s main
learning style and also help him or her to become familiar with learning
through different senses and in different environments.
Have your child help you with the shopping by giving him or her a short
list of items to find and add to the shopping cart. Go over the list with the
child before he or she begins, pointing out where you need a product in a
certain size or brand name.
— < Shopping list
= (reading and
“ hands-on)
People who learn well from touch or motion often benefit from being able
to keep their hands moving when viewing or listening to explanations of
learning material. Doodling or other tactile activities should not be dis-
couraged unless they interfere with the learning of others.
zz < Hands in motion
(hands-on and
zz movement)
Point out graphs, pie charts, and other information displays in newspapers = < Reading graphs and
or magazines and encourage your child to interpret the information. It — charts (visual)
helps if the subject of the graph or chart is something your child is already — =
interested in. zz
If your child wants to gesture, pace, or move rhythmically while reading.
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Research
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Lifelong
Learning
Raps and songs
(hearing, movement)
Sketching (visual
and hands-on)
Reading ahead
Teaching siblings
— memorizing, or doing other learning tasks, allow him or her to do so;
some students learn better this way.
> — — Join with your child in making up raps or songs about material he or she
- is studying and serve as an audience for him or her to perform them.
> — — Encourage your child to sketch illustrations along with taking notes in
— class to see if this helps him or her to learn and remember lessons better.
— If your child is having trouble in a school subject, encourage him or her to
> zz do the assigned reading before hearing the classroom lecture on the same
subject. Suggest that he or she underline or highlight key information.
- In families where there are two or more children with similar learning
> 33- styles, encourage the older child help the younger one(s) with school
~ assignments, pointing out that his or her learning style makes him an
— ideal teacher for the younger sibling(s).
I Positive
Attitudes
| Toward
Learning
— — — — - — ~
The habits, attitudes, and general outlook of a lifelong learner begin to
be developed in during the first years of life.
Those who study lifelong learners find that they usually had parents who
• Held high expectations for their school achievement and behavior.
• Warmly encouraged them to work hard and do their best.
• Were careful not to compare their children’s performance with that of
other children or try to get them to improve by threatening or
punishing them.
• Made plenty of books, magazines and other reading material available.
• Spent time reading nearly every day. Parents can say that reading and
learning are important in life, but it is much more convincing if the
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children see that their parents make time for reading and learning in
their own lives.
Take a look at the following suggestions for helping your child build pos-
itive attitudes and learning skills. It is not necessary to do all of these
things; instead, select and try those that you can and want to do.
Keep as regular a household routine as you can; structure and consisten-
cy help children to feel secure.
As your child gets older, give him or her a few regular household respon-
sibilities. This will help your child to assume more responsibility for his
or her own learning as he or she matures.
Tell your child that you expect him or her to do well in school. Remind
him that doing well depends on effort much more than on inborn ability.
Keep expectations high but realistic by encouraging the child to strive for
small improvements.
Review your child’s homework habits. If necessary, work with him or
her to set a time and place for homework. Make sure he or she has all
needed materials and equipment, for example, good lighting, reasonable
quiet, a desk or table, paper, pencils, art equipment. See the section on
Study Skills and Learning Strategies (p. 1 5); it can help you and your
child to decide what kind of study area will work best.
If your child is having trouble with homework, help him or her to break
it down into smaller and more manageable tasks. Also, many communi-
ties have a homework “hotline” number students can call for help with
their assignments.
Make it clear that homework has priority over television watching and
other recreational activities. Also, monitor the amount of television
watching. Research tells us that children who watch 20 or more hours of
television per week generally do not do well in school.
Help your child connect new facts and ideas to things he or she already
knows. For example, if you are explaining that it is a superstition to fear
bad luck when a black cat cross one’s path, call attention to a superstition
he or she already knows, such as the idea that breaking a mirror is bad luck.
— < Routine
— < Responsibilities
zz < Expectations
— < Homework
jh < Homework problems
— - < Homework priority
— - < Connecting facts
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Home library > = —
Silent reading times > —
Getting reading > —
materials =
Crossword puzzles > rz
Questions about >
reading zz
Reading on > —
the road —
Reading in > =
the movies it-
Reading
If we ask what is the most important skill students need to develop in
school, most people would agree that it is reading — and they would be
right. Success in school and in most jobs depends on the ability to read.
People need to develop reading skills early in life and use them through-
out their lives.
Start (or continue to expand) your home library, including a bookcase —
or part of one — for your child’s books. Encourage him or her to arrange
the books by some method, such as subject — sports, animals, and so on.
Set times for silent reading at home, and make sure your child has a
selection of materials — books or magazines — from which to choose.
Visit secondhand bookstores and garage sales and exchange reading
materials with other families to keep costs down.
Have crossword puzzle books around the house and encourage your child
to work the puzzles; this can help to build a strong vocabulary.
When your child wants to discuss with you something he or she has read,
the following are good questions to ask:
• What was the book (or story, passage, chapter) about?
• What was the most interesting part?
• Was there a part you didn’t like? If so, what was it?
• Was there anything in the reading you didn’t understand?
• What do you think you will remember the most about the reading?
Have books and magazines in the car for your child to look at and read
when he or she goes with you for shopping and other errands. When
preparing for a family vacation, help your child to stock up on books and
magazines of interest to him or her.
When you and your child see movies or television programs together
(comedies, dramas, action stories), keep track of situations where read-
ing skills made it possible for the heroes and heroines to succeed — or
where lack of these skills interfered with someone’s success. Discuss
these with your child when the movie or program ends.
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Appendix A contains a list of words and phrases we all need to know.
They direct us to common services or alert us to things that we need to
avoid because they are dangerous or forbidden. Middle school and junior
high students will be familiar with most of the terms on this list, but it is
a good idea to review them to make sure your child understands them.
If your child has younger siblings, encourage him or her to read to them.
For your child’s birthday or other gift-giving occasion, subscribe to a
magazine on a subject of interest to him or her. Make sure it’s something
your child will read and enjoy; it’s better to get your child something he
or she wants than to “surprise” him or her with something that is not of
interest.
— - < Words and phrases we
iz all need to know
— < Reading to siblings
— < Magazine subscription
If your child is not interested in reading for pleasure, ask a teacher or
librarian for assistance in finding reading material on subjects of interest
to him or her and at a suitable reading level. Libraries sometimes have
sections for “reluctant readers.”
Encourage your child to keep a card file or list of books he or she has
read. This can be helpful when looking for new reading material or for
ideas for a school report.
— < Reluctant readers
— < List of books read
Writing
Writing skills have always been important, and they still are. Your child
will have to complete writing assignments throughout his or her school
career to prepare for further education, training, employment, and adult
personal life.
Years ago, teachers would give writing assignments; students would turn
them in; and teachers would read, correct, and return them with a grade.
— < Writing instruction:
— the old way
Today, teachers are more likely to teach writing-as-a-process. This — ^
means that the writing process is broken down into several steps. The ~ < Writing-as-a-process
following description is intended to help you understand why your child
may be taking a different approach to writing than you did when you =
were in school.
In the steps of writing-as-a-process, — —
1. First come prewriting activities, where the student gathers ideas and — < Prewriting
takes notes. —
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Revising > zi
Editing > —
Publication > m
2. Then comes drafting , with the student writing the ideas he or she wants
to express. Teachers tell their students not to be too concerned with
language “mechanics,” such as spelling, at this point. Often, the
teacher or a classmate looks over the draft and makes suggestions for
improvement.
3. During revising , the writer makes whatever changes he or she thinks
necessary, such as adding or deleting, reorganizing, or rewriting for
clarity.
4. Editing consists of correcting grammar, spelling, and punctuation, as
well as making certain that the ideas flow smoothly and logically.
5. Finally , publication takes place. This includes distributing the finished
product to teachers, classmates, parents, and/or community members
who will read and comment on it.
Write stories > ~
Thank-you notes > —
Write for free things > ~
Help with writing projects > —
Prewriting help > =
Whatever writing strategy your child learns in school, there are many
things you can do to help him or her become a better writer.
Encourage your child to write stories featuring characters from stories he
or she has read. Don’t be concerned about errors in grammar, punctuation
or spelling when your child is first writing stories; the point is to get ideas
down in writing.
Encourage your child to write thank-you notes when he or she receives
gifts. Provide help if he or she has trouble getting started.
When reading magazines and newsletters, keep track of things children
can send for through the mail. Help your child to write a letter requesting
the item and address the envelope. The book, Free Things for Kids to
Write Away For ,* tells how to send away for a large variety of items.
Children sometimes need help getting started on a school writing assign-
ment. If this happens, work with your child to select a topic, brainstorm
ideas, and identify sources of information (including his or her list of books
read). Once a paper is drafted, be willing to read it and give comments.
When your child has an essay to write for school, help with the “prewrit-
ing” stage. This can include discussing the topic with him or her, helping
to think of good examples, and offering reminders of events in his or her
past that relate to the topic.
* Free Things for Kids to Write Away For (64pp.) by Jack Aboff is available from Internet Image Builders,
P.0. Box 1120, Sterling, VA 20167-0899. Order #4039. Price $3.98, plus $4.00 handling fee. To order by
FAX: 1-800-965-8851. To order online: <www.image-builders.com/bookstore/catalog/book/a-4039.htm>.
NWREL ° School Improvement Program
Keep a family log or newsletter of events and encourage your child to
contribute regularly. Share the family news with extended family mem-
bers, neighbors, etc.
Encourage your child to begin or continue adding to a scrapbook of
sports figures, celebrities, animals, foreign countries, food, or other
interests. Have him or her cut pictures from magazines, mount them, and
then label and write comments about them. As interests change, start a
new scrapbook or scrapbook section.
Have your child keep a schedule for his or her activities and post it on
the refrigerator or other prominent place. Include both regular activities
(study time, music lessons, etc.) and special activities (staying overnight
with a friend, going on a school field trip, etc.).
Offer to read your child’s writing assignments, giving praise, asking
questions, and calling attention to glaring mistakes. Remind your son or
daughter that good writers usually prepare several drafts before they get
to a finished product.
Encourage your child to read his or her writing assignments aloud. This
can call attention to mistakes in grammar, as well as problems with
meaning or clarity. Offer to listen and provide suggestions.
Good questions to ask about any writing project include, Who is your
audience — to whom are you writing? Do they have enough background
information to understand your essay? What is the purpose of your
essay — do you want to explain, instruct, persuade, entertain, etc.? What
do you think is the best part? What part would you like to improve?
Encourage your child to write letters and notes — both on paper and by elec-
tronic mail, if available. Offer to look them over and make suggestions.
Write a paragraph or two, leaving out all the punctuation or remove the
punctuation from a magazine or newspaper article. Then have your child
supply the correct punctuation. Discuss any points of disagreement, and
if you aren’t sure how something should be punctuated, have your child
ask a teacher.
Good writing requires something to write about. Give your child expe-
riences that can become topics for writing projects — museum or zoo
trips, travel and visits, pursuing a hobby, etc.
~ < Family newsletter
— < Scrapbook
— < Activity schedule
— < Reviewing assignments
— < Reading aloud
< Questions about
— writing projects
< Writing letters
— < Punctuation
— < Something to write about
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Speaking and Listening
Respectful listening > —
Read and record > —
Telephone > —
Discussing television > =
Oral report practice >
Being an audience >
Whether a person is in the classroom, asking or giving directions, or sim-
ply talking with family members, speaking and listening skills will
remain important throughout life. You can help your child develop these
skills during the course of everyday activities.
Model respectful listening at home, at the movies, with tour guides, and
at school functions. This includes listening to your child. Some tips
include
• Let the speaker finish a sentence; don’t cut him or her off or interrupt.
• Maintain eye contact.
• Display a pleasant disposition.
• Model a good “listening pose” by looking attentive, nodding or brief
verbal feedback (e.g., “I see”), and asking questions for clarification.
If you have access to a tape recorder, have your child tape and listen to
his or her voice reading a story or a school paper. After listening,
encourage your child record it a second time, attempting to change any-
thing he or she did not like about the first reading. Listen again and
praise improvements.
Play a game of “telephone” at home, with each person listening to a
phrase or sentence whispered by a family member and then whispering
it, in turn, to another family member. As a group, compare the beginning
and ending messages. How did the message change from beginning to
end? Why do you think the changes happened?
Form the habit of watching and then discussing educational programs on
television; this will help your child build skill in listening and expressing
ideas. If your family watches game shows, try to answer questions or
solve puzzles along with the contestants.
When your child needs to prepare an oral report for school, provide a
place for him or her to practice — in private if possible.
If you have more than one child, encourage listening and speaking skills
by having the child or children who are the “audience” for a sibling’s
report summarize the main points.
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Play “Who Am I?” with your child by stating the first letter of the name
of a real person or fictional character and allowing your child to ask yes-
or-no questions about the person until he or she figures out who it is or
has to give up. Then let your child think of someone and you ask ques-
tions. This kind of game builds thinking skills as well as speaking and
listening skills. Variations: “Where Do I Live?” “What Animal Am I?”
Pay attention to the kinds of settings or activities that interfere with your
child’s ability to listen carefully. At times when it is especially important
for your child to hear and remember what is being said, try to remove the
distractions or remove the child from the distracting environment,
whichever is easier.
zz < "Who Am I?"
— < Distractions
Encourage your child to be an “active listener” by asking questions for
clarification when he or she does not understand what is being said, and
by nodding or saying something like “I see ” to let the speaker know he
or she is listening and understanding.
F™
Research and
Independent
Learning
Skills
L—
j
Taking responsibility for learning grows out of taking responsibility in
other areas of life. As your child grows older, give him or her responsi-
bility for some household and/or childcare tasks.
As your child assumes more responsibilities, allow him or her more priv-
ileges, such as setting his or her own bedtime.
= < Active listening
Help your child form the habit of preparing for school the evening
before. Work with him or her to get clothing, books, and lunch ready for
morning. Give your child an alarm clock, and allow him or her to grad-
ually assume responsibility for getting started in the morning.
If you use the library to find out more about subjects that interest you,
your child will learn that using research and library skills are a part of
everyday life. Reference materials include maps and globes, drawings,
photographs, graphs, and other visual materials, as well as print materi-
als and electronic resources such as those on CD-ROM.
zz < Ready for school
zz < Use the library
N W R E L
22
Research
YouCanUse “
Lifelong
Learning “
’ Teach your child to use any of the following that you have at home, such
zz as the dictionary, telephone directory, almanac, thesaurus, television
References at home > = schedule, atlas, encyclopedia, CD-ROMs, and others. If you have
ijz Internet access, you can find these and many other kinds of resources
— online.
References worth getting > zz
Internet > ~
Research strategy >
Keep notes > —
Help. ..but not too much > zr
Books on Greek and Roman myths and books of famous quotations are
very useful general references for students. Look for bargains at second-
hand bookstores.
If you or a friend have an Internet connection, you and your child can use
the Internet to learn about things you are interested in. Some libraries
also offer students free Internet access.
When your child needs to do research for a school report, suggest that he
or she decide
• Which references to go to first
• How to keep good notes and thorough documentation
• How to organize notes and other materials so they will be easy to find
later
• How much time to allow for each step — researching, writing, and
editing the report
Be willing to help with reference ideas or time estimates if asked.
Give your child a notebook or box to keep notes on subjects he or she has
researched and what reference materials were most useful. These notes
are likely to be useful for future projects.
If your child needs to prepare a report, notebook, display, collection,
model, or other product, help out by looking over his or her work at dif-
ferent points in the project. Give encouragement and call attention to
problems such as unclear labeling or misspelled words. However, avoid
the temptation to help too much.
School Improvement
N W R E L
23
Program
Study Skills and
Learning Strategies
In the 21st century, having job-specific skills will not be as important as
having the ability to learn new things quickly and well. Study skills are
tactics for learning and remembering, and learning strategies are groups
of these tactics organized into a series of steps for more in-depth learning.
Most children need time to unwind after school and before doing their
homework; give your child the opportunity for playtime or a snack before
asking him or her to settle down and study.
Remember that applying study skills and strategies is most effective when
your child has a designated place and time for study. It can also be help-
ful if you do quiet work yourself during your child’s study time.
Have your child use a shoebox or other small box to make a “mailbox”
with his or her name on it, and place it in his or her study area. The mail-
box is for notes from you and other family members and for any mail your
child receives.
~ < Time to unwind
= < Study time
— < "Mailbox"
Make sure your child has a notebook for writing down homework assign- — < Assignment notebook
ments and encourage him or her to use it. ~
Appendix B of this booklet is an “Assignment Organizer” that your child zz < Assignment organizer
can use to plan and carry out a learning project. He or she will be able to
complete some steps easily, but others might require some suggestions or zz
other help from you. Go over the Assignment Organizer with your child ~
as he or she is coming to the end of a project to make sure that all the steps “
have been followed. ^
Knowing when to take a break is a “study skill ” too. Encourage your
child to take occasional breaks while studying. A good rule-of-thumb is
a five-minute break after every half-hour of homework.
Help your child to avoid or minimize things that can interfere with
study — noise, room that is too warm or too cold, hunger, tiredness, eating
too much sugar or fat, etc.
Find out if your child’s teacher has given the class “tips” for learning and
remembering. If so, learn what they are and reinforce them at home.
Using magazines on subjects of interest to your child, have him or her prac-
— < Take a break
— < Avoid interference
~ = < Study tips
O
ERIC
School Improvement
r o g r a m
©
N W R E L
24
Research
You Can Use
Lifelong
Learning
Taking and organizing notes > —
Transfer skills > —
Practice memorizing > —
Summarizing > —
Preparation for tests > —
Test taking skills > —
tice skimming (rapidly going over the article to get a sense of what it is
about) and scanning (glancing through an article to see if a particular topic
is there). For example, you might have your child scan an article on the
Olympic Games to see if his or her favorite sport or athlete is mentioned.
Have your child practice taking notes while watching a nature program
on television. Look at the notes together and organize them into an out-
line. For example, for a program about animals in different parts of
Africa, each different region could be a main idea in the outline, with the
animals that live in that region listed underneath.
If your child has used a learning skill or strategy successfully in one sub-
ject area, encourage him or her to try it again with material from a dif-
ferent subject.
Play games in which your child memorizes something and you quiz him
or her. For example, he or she can memorize family’s and friends’ tele-
phone numbers, statistics related to favorite sports figures (batting aver-
ages, point and rebound averages, etc.), state capitals, the planets, names
of past teachers, etc.
Putting an idea in your own words can help you to remember it. Practice
this with your child by summing up in your own words something he or
she has said, and then have him summarize what you say.
When your child is preparing for a test, use the textbook, worksheets, or
notes to quiz him or her on the material. Encourage your child to test
him- or herself periodically, too.
When your child is preparing for a test, remind him or her to
1. Read all directions carefully.
2. Review key test terms:
-Compare means show similarities and differences.
-Define means explain and give an example.
- Outline means list key information in a structured way.
3. Be alert for terms such as usually , not , and only that suggest how to
respond to questions.
4. Find out if there is a penalty for guessing.
5. Skim the whole test before beginning.
6. Answer only what is asked, watching for words that demand thorough
responses, such as explain and discuss.
O
ERLC
NWREL 6 School Improvement Program
25
Appendix C contains a list of words commonly used in assignment or test
directions. Go over these words with your child to make sure he or she
knows what they mean.
Cooperative learning in small groups can be an effective way for children
to gain knowledge and skills from one another and to learn teamwork.
Encourage your child to engage in cooperative projects — both at your
home and at the homes of schoolmates.
— < Common words
— — in directions
— < Cooperative learning
Share with your child any “memory tricks” you make up to help yourself
remember things. One woman focused on the idea of “robin’s egg” to n < Your memory tricks
remember the name “Rob Eckstrom ,” and to remember how to pronounce
the name of former Romanian leader Ceaucescu, she thought of a man ~
showing the letter “Q” on his chest: “Showchesque.” ===
Have your child try the method known as “SQ4R.” SQ4R stands for a < "SQ4R'
series of learning steps: Survey, Question, Read, Reflect, Recite, z:
Review. Suggest that he or she
• Survey (or skim) the material
• Think up some Questions that the material can answer
• Read the material
• Reflect on (or think over) what he or she has read
• Recite key things that need to be remembered, and finally
• Review the material.
Higher-Order
Thinking Skills
You can help your child develop skills for critical and creative thinking,
problem solving, and decision making. You can also help your child to
understand his or her own thinking processes and to improve them.
Have your child read riddles or “Minute Mysteries” aloud, and work with
him or her to figure them out. Ask questions or give hints if your child
gets stuck; if it is you who are stuck, ask for a hint or for a rereading of
the mystery or riddle.
=z < Riddles
As you encounter or think of proverbs and sayings, ask your child to — ~
explain what he or she thinks they mean. Explain what people generally — < Proverbs
mean when using such sayings, for example, “A stitch in time saves nine,” ~
N W R E L
Improvement Program
9
26
Research
Y
o u C a n
U s
e
=
l
i f e l
o n
g
—
l
earn
i n
g
—
TV commercials and > —
magazine ads
Thought provoking > —
questions
Identify key facts > —
"What did you learn?" > —
Think out loud > —
Positive self talk > =
Dealing with distractions > z=
“The early bird gets the worm,” “Don’t cry over spilled milk,” etc.
Together with your child, take a close look at television commercials and
magazine advertisements. Ask your child what the main point of the ad is
and whether he or she thinks the ad’s message is true. Ask why or why not.
Ask your child questions that require him or her to think things through.
For example, ask if it would be a good thing if every day were Christmas
and to explain why or why not. Or ask your child if he or she thinks chil-
dren should get to choose whether or not they would go to school, and
why or why not.
Tell your child that newspaper reporters and other journalists are trained
to write articles that tell readers “who,” “what,” “where,” “when,” and
sometimes “why” and “how.” Have him or her read an article in the local
newspaper and identify what happened, who was involved, and so on.
Ask your child to tell you one or two new things he or she learned from
school projects or personal experiences. Ask if he or she thinks the new
learning will be helpful in the future and to explain why or why not.
Suggest ways you think the new learning might be useful.
When you are trying to solve a riddle or puzzle, “think out loud” so that
your child can hear you describe the steps you go through in your mind
as you work toward a solution. Then have your child speak his or her
thoughts aloud while attempting another puzzle or riddle.
You can also ask your child to go back and describe the process he or she
followed in coming up with the answer to a problem or riddle.
Help your child to form the habit of positive self-talk. Encourage your
child to approach a school assignment or test by reminding him- or her-
self, “I am a smart person and can do this task well,” “I can relax and
organize my thoughts so as to do well on this ” “I have learned a lot on
this subject and can write about what I know,” etc.
If your child is having trouble paying attention in school or at home, see
if you can identify what is interfering with his or her ability to listen
attentively. Does he or she have trouble concentrating when hungry. . .
or worried about something ... or extremely interested in some person-
al hobby or project? Once you know what the distraction is, you can take
ERjt
0
N W R E L
Improvement Program
27
steps to minimize it. —
Some teachers of middle school children begin teaching their students zz < Reinforce thinking skills
how to understand and improve their own thinking. If your child’s teacher
teaches such lessons, ask what you can do at home to reinforce the new zz
skills your child is building. 5z:
When your child begins to learn something new (for school, Scouts, — < New learning
church, hobby, etc.), have him or her put two headings on a sheet of —
paper — “What I Know about (the subject)” and “What I Want to -ZZ
Learn” — and make a list under each heading. Have him or her indicate zz
with arrows when each “want to learn” item becomes a “what I know.” 5E
Doing activities from this booklet with your middle or junior high school zz
child can help him or her to succeed in school now and build skills for a —
lifetime of productive learning. -ZZ
Other useful resources are listed on the following pages. — zz
Be sure to see the appendices following the resources listing. zzz
N W R E L
ERIC
School
I m p r o
P r o
gram
©
23
Research
You Can Us
e
L i f e l o n
g
L e a r n i n
g
Helpful Resources
for Parents
*American Association of School Administrators. Brush Up Your Study Skills: Tips for
Students and Parents. Arlington, VA: AASA, 1995 (ED 381 910).
American Federation of Teachers/U.S. Department of Education. "Make Reading a Family
Affair: Help Parents Help Their Children Become Lifelong Readers." American
Educator 17/4 (Winter 1993-94): 32-43.
Available from AFT Order Department, 555 New Jersey Avenue NW, Washington,
DC 20001, 1-800-238-1133. Ask for item 350. 1-9 copies: $.50 each; 10 or
more copies: $.40 each.
*Amundson, K. 101 Ways Parents Can Help Students Achieve. Arlington, VA: American
Association of School Administrators, 1991 (ED 346 973).
* Arizona State Department of Education. Learning Activities Parents Can Do With Their
Children. Phoenix, AZ: Arizona State Department of Education, 1989 (ED 321 898).
* Association of American Publishers. Helping Your Child Succeed in School. New York:
Association of American Publishers— School Division, 1989 (ED 350 077).
Available from Association of American Publishers, School Division, 220 East
23rd St., New York, NY 10010. $1.50 for single copy; $1.25 each for 10-99
copies; $1.00 each for 100 or more copies.
Ban, J. R. Parents Assuring Student Success (PASS): Achievement Made Easy by Learning
Together. Bloomington, IN: National Educational Service, 1993.
Available from National Educational Service, PO Box 8, Department V2,
Bloomington, IN 47402-0008m 800-733-6786. $21.95 (shipping/handling
charges waived if prepaid; if not, $3.00 minimum or 7%).
*Cano, L. R. Helping Your Child Learn: A Parent's Guide = Ayudando a Su Hijo a Aprender:
Una Guia para los Padres. Houston, TX: Southwestern Bell Telephone Company,
August 1988 (ED 281 966).
Dreilinger, M., and Kerner, R. How to Help Children Succeed in School. Plainview, NY: The
Family Forum Library, Bureau for At-Risk Youth, 1992.
Available from Bureau for At-Risk Youth, PO Box 760, Plainview, NY 11803-
0760, 1-800-99-Y0UTH. $1.95 each, ISBN 1-56688-007-6.
Asterisk (* *) indicates that
the publication may be
purchased from the ERIC
Document Reproduction
Service , operated by
DynCorp I&ET,
7420 Fullerton Rd., Suite 110
Springfield , VA 22153;
1-800-443-ERIC (3742) or
703/440-1400 ;
FAX: 703/440-1408;
Internet: <edrs@inet.ed.gov>
ERIC
N W R E L
School Imp
e m e n t
r o g ram
Research
You Can Use
Lifelong
Learning
Giacobbe, A.; Osborne M.; and Woods, D. B. "Building a Family Learning Environment."
Unit Two in Parent and Family Involvement. Washington, DC: American Federation
of Teachers, Educational Research and Dissemination Program, 1996.
Available from Educational Research and Dissemination Program, Educational
Issues Department, American Federation of Teachers, 555 New Jersey Avenue
NW, Washington, DC 20001.
Jones, C. More Parents Are Teachers , Too: Encouraging Your 6- to 12-Year-Old. Charlotte,
VT: Williamson Publishing Co., 1990.
Available from Williamson Publishing Co., PO Box 185, Charlotte, VT 05445,
1-800-234-8791. $9.95.
*Ramos, N., and Santos, R. S. Helping Your Children Succeed in School: A Parent's Guide.
San Antonio, TX: San Antonio I.S.D.; Texas A and I University, Spring 1988 (ED 329
370).
*Reyes, M„ and Rothman, D. Parents as Partners: Planning Early for your Children's
School Success and College Attendance. Revised Edition - Los Padres como Socios:
Planificando para el Exito Escolar y la Asistencia al Colegio du Sus Ninos. Edicion
Revisada. Sacramento: California State Department of Education; California State
University, 1995 (ED 381 254).
* Rich, D. Summer Home Learning Recipes for Parents and Children, Grades: K-3, 4-6.
Washington, DC: U.S. Department of Education, 1994 (ED 371 907).
*Shefelbine, J. Parents Sharing Books: Motivation and Reading. Bloomington, IN:
Family Literacy Center, Indiana University, 1990 (ED 324 662).
*Spanish Language Briefs for Parents, 1995. Charleston, WV: ERIC Clearinghouse on
Rural Education and Small Schools, 1995 (ED 390 630).
U.S. Department of Education. Learning Partners: A Guide to Educational Activities for
Families. Washington, DC: Office of Educational Research and Improvement, U.S.
Department of Education, May 1997.
Available in English and Spanish from National Library of Education,
555 New Jersey Avenue NW, Washington, DC 20208-5721. Or call
1-800-424-1616. Free.
*Vogler, D. E., and Hutchins, D. E. Parents as Tutors: Minimizing the Homework Hassle.
Alexandria, VA: National Community Education Association, 1988 (ED 338 999).
Available from National Community Education Association, 801 N. Fairfax St.,
Suite 209, Alexandria, VA 22314. $6.95 each; quantity discounts.
ERjt
3
NWREL • School Improvement Program
30
Appendix A
Essential Vocabulary
Adults Only
Drive Carefully
Keep Away
Antidote
Dynamite
Keep Closed at all Times
Ask Attendant for Key
Elevator
Keep Left (Right)
—
Beware
Emergency
Keep Off (the Grass)
=
Boys
Emergency Vehicles Only
Keep Out
—
Bridge Out
Employees Only
Ladies
Bus Only
End Construction
Lane Ends
=
Bus Station
Entrance
Last Chance for Gas
Bus Stop
Escalator
Left Lane Must Turn Left
—
Caution
Exit
Left Turn Only
—
Closed
Exit Only
Left Turn This Signal Only
—
Combustible
Exit Speed 30
Live Wires
Condemned
Explosives
Loading Zone
—
Construction Zone
External Use Only
MPH
—
Contaminated
Falling Rocks
Mechanic on Duty
E
Curve
Fire Escape
Men
—
Danger
Fire Extinguisher
Men Working
EE
Dangerous Curve
First Aid
Merge Left
E
Dead End
Flammable
Merging Traffic
—
Deep Water
Found
No Admittance
EE
Deer/Cattle Crossing
Four-way Stop
No Checks Cashed
E
Dentist
Fragile
No Credit
—
Detour
Freeway
No Diving
Dim Lights
Garage
No Dumping
E
Dip
Gasoline
No Fires
—
Doctor (Dr.)
Gate
No Fishing
EE
Do Not Block Driveway
Gentlemen
No Hunting
E
Do Not Cross
Girls
No Left Turn
E
Do Not Enter
Handle with Care
No Loitering
EE
Do Not Inhale Fumes
Hands Off
No Minors
E
Do Not Push
Help
No Parking
—
Do Not Refreeze
High Voltage
No Passing
Do Not Use Near Heat
Hospital Zone
No Pets
—
Do Not Use Near Open
In
No Right Turn
Flame
Information
No Right Turn on Red
EE
Don't Walk
Inspection Station
No Smoking
—
Down
Instructions
No Standing
E
ERIC
hffliflaffBEraoaa
These are commonly used
words and phrases that
warn or give instructions.
Explain these terms to your
child (or look them up) and
review them occasionally.
31
Research
You Can Us
e
—
L i f e l o n
g
L e a r n i n
g
=
—
=
No Stopping
Railroad
Taxi Stand
No Swimming
Restrooms
Thin Ice
—
No Trespassing
Resume Speed
This End Up
No Turns
Right Lane Must Turn Right
This Lane May Turn Left
Not for Internal Use
Right Turn Only
This Side Up
—
Nurse
Road Closed
Traffic Circle
Office
Road Ends
Truck Route
—
One Way — Do Not Enter
Safety First
Turn On (Off) Lights
—
Open
School Zone
Up
E
Out
Shallow Water
Use Before (date)
—
Out of Order
Shelter
Use in Well Ventilated Area
—
Pedestrians Prohibited
Slide Area
Use Low Gear
Playground
Slippery When Wet
Use Other Door
—
Poison/Poisonous
Slow Down
Violators Will Be Prosecuted
Police
Slower Traffic Keep Right
Walk
in
Posted
Smoking Prohibited
Wanted
—
Post No Bills
Speed Checked by Radar
Warning
Post Office
Steep Grade
Watch Your Step
—
Private
Step Down (Up)
Wet Paint
—
Private Property
Stop
Winding Road
—
Proceed at Your Own Risk
Stop Ahead
Women
—
Pull
Stop for Pedestrians
Yield
—
Push
Stop Motor
Yield Right of Way
Reprinted with permission
from the Arizona State
Department of Education
NWREL • School Improvement Program
32
Appendix B
O
ERIC
Assignment
Orga
nizer
Task Definition
Name Teacher
—
What am I supposed to do?
— Research
— YouCanUse
Lifelong
What information do I need in order to do this?
— Learning
1 .
2.
—
3.
—
4.
=
5.
—
=
I n f o r m a t i o n - S e e k i n g Strategies
What are the possible sources to find this information?
|
-1^
Which are the best for me to use?
—
EE
—
Location and Access
=
Where will I find these sources?
—
Who can help me find what I need?
~
NWREL • School Improvement
Program
33
Research
You Can Use
Lifelong
Learning
Use of Information
How will I record the information that I find?
take notes using cards
take notes on notebook paper
take notes using a data chart
draw pictures
talk into a tape recorder
other
How will I give credit to my sources?
Write title, author, page number
on note cards
on notebook paper
on data chart
Synthesis
What product or performance will I make to finish my assignment?
How will I give credit to my sources in my final product or performance?
include a written list (bibliography)
after the performance, tell which sources I used
other
Evaluation
— How will I know that I have done my best? (All must be checked before the
zz assignment is turned in.)
z= What I made to finish the assignment is what I was supposed to do in
zr Task Definition, above.
= Information found in Use of Information matches information needed in
= Task Definition.
Copyright © 1995 =_ I gave credit to my sources (even if I used a textbook).
by Barbara A. Jansen. = My work is neat.
Reprinted with permission. zz My work is complete and includes my name and the date.
34
Appendix C
Commonly
Used Words
in Assignment
and Test
Directions
add
fill in
rhyme
—23
after
first
rhyming
~
alike
fold
right
EE
aloud
folder
ring
—
These ore words that
alphabet
fourth
row
zz
alphabetical
glue
same
EE
appear frequently in direc-
answer
hold
say
— E
tions for assignments and
answers
homonym
second
—
tests. Go over them (or
antonym
horizontal
section
E
look them up) with your
around
how
sentence
child to make sure he or
array
in between
sentences
—
she understands what
before
in front of
seventh
—
they mean.
begin
last
silent
=
beginning
left
silently
E
behind
line
singular
EE
below
make
sixth
—
Reprinted with permission
beside
mark
space
—
from the Arizona State
blank
match
spaces
"E
Department of Education
bottom
middle
spell
—
box
miss
spelling
—
circle
missing
start
EE
color
multiply
stop
—
column
ninth
subtract
E
corner
opposite
suffix
—
cross out
order
tenth
cut
over
third
E
difference
page
top
EE
different
paint
trace
—
direction
paper
twice
E
divide
paragraph
under
EE
dotted
part
underline
draw
paste
vertical
—
end
phrase
what
EE
ending
picture
when
E
erase
plural
where
—
estimate
prefix
which
example
question
who
E
fifth
read
why
=
N W R E L
P
m
o
School Improvement
U S. DEPARTMENT OF EDUCATION
OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT (OERI)
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EDUCATION FOR LIFELONG LEARNING :■ LITERATURE SYNTHESIS
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Author(s):
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